Deep Learning-Oriented Mathematics Learning: Strengthening Critical Thinking in Junior High School

Background/purpose. Deep learning-oriented mathematics learning to strengthen students' critical thinking is an urgent need. Strengthening critical thinking prepares students to face the challenges of an era of globalisation marked by complexity. This article has two research objectives. 1) To describe the process of deep learning-oriented mathematics learning. 2) To explore strategies for strengthening students' critical thinking in deep learning-oriented mathematics learning. Materials/methods. This article is a qualitative-ethnographic study. The research was conducted at SMP Negeri 3 Kartasura, Sukoharjo, Central Java. The research period was from February 2025 to July 2025. The research data were primary and secondary. The research subjects were the principal, mathematics teachers, and students of class VIII B in the first semester at the research location. Data collection was conducted through interviews, observations, and document analysis. The researcher was the key instrument. Data validation was conducted through source and method triangulation. Data analysis was conducted through induction. Results. 1) The deep learning-oriented mathematics learning process to strengthen critical thinking in junior high school students, namely a) preliminary activities; b) core activities; and c) closing activities. 2) Strategies to strengthen students' critical thinking in deep learning-oriented mathematics learning in junior high school, namely strategies to strengthen the indicators of a) analysis, b) evaluation, and c) inference. Conclusion. Deep learning-oriented mathematics learning in junior high schools is designed to strengthen students’ critical thinking—analysis, evaluation, and inference—through structured objectives, components, syntax, and targeted strategies.